Networking for Education in Healthcare Conference Advance HE Networking for Education in Healthcare Conference Cambridge 2018 Becoming a caring and compassionate practitioner: co-producing an e-learning hub through Interprofessional Education (IPE) Paper by Dr Teena Clouston & Dr Geraldine Latchem-Hastings School of Healthcare Sciences

Purpose of the paper This paper showcases the development, implementation and evaluation of an e-learning hub about 'becoming a caring and compassionate practitioner' developed for and with Allied Health Professional (AHP) students in the School of Healthcare Sciences, Cardiff University.

Background Students must evidence ability to reflect, be caring & compassionate and resilient Values based recruitment to measure employability of students (Francis 2013; Keogh 2013; Andrews 2014; NHS Employers 2014) Damning reports illustrating a lack of basic care & compassion in the contemporary UK healthcare workforce has driven a shift to 'values based recruitment' to measure the employability of graduates entering this field of work. Healthcare students are now required to evidence their ability to reflect, understand and embody the basic tenets of these values based skills including those which are commensurate with utilising a caring and compassionate philosophy and approach to working with patients/clients (Clouston 2017, 2018). These concerns are also reflective of changes occurring across the healthcare sector at international levels. Accordingly, Higher Education providers are being challenged to measure the educational outcomes of their health and social care students, not just through skills that emphasise the mastery of taught knowledge, but that demonstrate an ability to be 'caring and compassionate’. These more tacit and personal skills require a student-centred approach to education necessitating both participation and engagement from the student body (Clouston 2017, 2018).

Students co-produced the materials and continue to develop these Aims of the project Students co-produced the materials and continue to develop these The project addressed the latter by offering students the opportunity to develop and engage with materials that e.g. Considered the meaning and practice of care and compassion Facilitated the development of personal resilience Developed the art of critically reflective practice To enhance graduate attributes and employability in health and social care organisations by meeting the demands ascribed to values based recruitment i.e. by developing the skills, values and beliefs of care, compassion and resilience. Final year students from 4 professional groups namely Occupational Therapy, Diagnostic and Therapeutic Radiography, and Physiotherapy participated in focus groups aimed at understanding how students would like to develop their personal skills and values of care and compassion in readiness for practice. They suggested media resources such as interactive role played scenarios, podcasts and debriefing forums. In response, an e-learning hub was developed around three themes 'the caring and compassionate practitioner', 'the resilient practitioner' and 'developing skills for employability'. The multimedia resources feature films, podcasts, recorded presentations and cartoons built using software packages such as Microsoft Sway and Articulate 360 all embedded within a WordPress powered website. The site offers blogging facilities to enable students to share reflections and debate on a student and staff only platform.

The hub: http://caringpractitioner.co.uk Look around site

Evaluation & Effectiveness “A great resource for understanding care and compassion” “A useful tool to reflect on myself” “Lara’s story was really moving. Made me think; really think” “Materials are great. I stayed up all night reading the stuff” “This will help me in my career” “..understanding what resilience is. I was confused before and didn’t know how I could improve things. Now I can and will do” “Everyone should have access to this” Engagement with and effectiveness of the hub is being measured through google analytics which charts time spent on the resource, student satisfaction questionnaires and in classroom discussions investigating confidence and understanding of personal skill development. Early analysis indicates that students have found the hub helpful in getting to grips with the key elements of compassionate care. Following the conclusion of this first year, evaluation results will report on student engagement with the hub, the effectiveness of multimedia elements in delivering key messages and the impact on understanding of caring, compassion and resilience. The hub will be further developed in response to evaluation and student feedback as students and staff work together to review and develop the materials. In terms of 'developing the future of healthcare education workforce' theme three key points are: to enhance graduate attributes and employability in health and social care organisations by meeting the demands attributed to VBR supports development of interprofessional teaching, learning and assessment strategies in pre-registration curriculum provides learning outcomes to develop understanding, application and integration of caring, compassion and resilience in readiness for future practice. Evaluation & Effectiveness

Developing the future of healthcare education workforce The e-learning hub enhances graduate attributes and employability in health and social care organisations by meeting the demands attributed to values based recruitment supports development of interprofessional teaching, learning and assessment strategies in pre-registration curriculum provides learning outcomes to develop understanding, application and integration of caring, compassion and resilience in readiness for future practice.

References/further reading resources References & Other Learning Resources Clouston, T.J. 2015. Challenging Stress, Burnout & Rust-out: Finding Balance in Busy Lives. London: Jessica Kingsley. Clouston, T.J. 2016. Transforming learning: teaching compassion and caring values in higher education. Journal of Further and Higher Education. Online version: http://dx.doi.org/10.1080/0309877X.2017.1332359 Clouston, T.J. 2018. Evidencing caring values in everyday day practice in TJ Clouston et al. Transitions to Practice: Essential concepts for Health and Social Care Practitioners. Cumbria: M&K publishing. Department of Health. 2013. The Education Outcomes Framework. London: Department of Health. Ferriday, R. 2015. 'Online patient stories to educate healthcare professionals'. Association of Learning Technologists Winter Conference. Francis, R. 2013. Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry. London: The Stationary Office Francis, R. 2015. Freedom to Speak up: An Independent Review into Creating an Open and Honest Reporting Culture in the NHS. London: Department of Health. References/further reading resources

References/further resources Hastings, G. and Latchem, J. 2017. 'Co-producing multimedia learning resources through interprofessional education (IPE): the PDoC way’. The National Association of Educators in Practice Conference, Birmingham, UK. Keogh Report. 2013. Review into the Quality of Care and Treatment Provided by 14 Hospital Trusts in England: Overview Report. London: NHS England. NHS Employers. 2014. Recruiting for Values. http://www.nhsemployers.org/yourworkforce/recruit/employer-ledrecruitment/recruitingfor-values References/further resources